The influence of video analysis on the process of teacher change

Tripp, Tonya; Rich, Peter J.

doi:10.1016/j.tate.2012.01.011

Cited by 253 publications

(200 citation statements)

References 12 publications

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“…Girod et al (2007) draw parallels between the phases in video production and the classroom teaching process, so as to emphasise the ways in which video-making enables teachers to reflect on their own practice. A study by Tripp and Rich (2012a) found that some teachers would only recognise the need to improve their teaching practice after watching and reflecting on videos of themselves in action (see also Tripp and Rich (2012b) for an extended review of literature that describes how the process of reflection is facilitated by video analysis). Studies have also shown that using video in teacher education supports the development of empathy and a sense of professional identity (Koc 2011).…”

Section: The Use Of Learner-generated Video In Higher Educationmentioning

confidence: 99%

Don’t shoot! understanding students’ experiences of video-based learning and assessment in the arts

Reeves

Çağlayan

Torr

2017

Video J. of Educ. and Pedagogy

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This paper explores the benefits and challenges of using video blogging to support reflection and assessment in acting and performance training. A video platform called Acclaim was integrated into the university's virtual learning environment (Blackboard), enabling students to record and share their performances in an online setting. A key feature of the platform was the ability to add time-based comments on a video, making it possible for tutors and students to discuss and critique specific moments of each performance. Students were also required to record and upload regular video blogs during which they would reflect on their progress. At the end of the first year, a survey was designed to evaluate students' experiences of the video blogging activity. The findings indicate mixed results: while many students viewed video blogging as a useful learning activity, they also identified a number of challenges that hampered its effectiveness. From this study we conclude that while video blogging presents several notable advantages for the facilitation of performance-based courses, the technology needs to be carefully introduced as part of a broader instructional strategy to maximise the potential benefits for student learning and engagement.

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Section: The Use Of Learner-generated Video In Higher Educationmentioning

confidence: 99%

Don’t shoot! understanding students’ experiences of video-based learning and assessment in the arts

Reeves

Çağlayan

Torr

2017

Video J. of Educ. and Pedagogy

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“…In addition to the one-time recording and watching of a simulated parent-teacher talk for the determination of prospective teachers' current counseling competence, the viewing of videotaped simulations recorded at different times could provide participants the opportunity to observe their individual progress over the course of the specific teacher training program (Tripp & Rich, 2012). In addition to individually watching and reflecting on the videotapes, prospective teachers should be provided the opportunity to collaboratively watch and discuss their videos with peers in a learning group (Harford, MacRuairc, & McCartan, 2010), as evidence-based feedback and suggestions for improvement from a discussion group might also encourage efforts for continuing professional development (Tripp & Rich, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…In addition to individually watching and reflecting on the videotapes, prospective teachers should be provided the opportunity to collaboratively watch and discuss their videos with peers in a learning group (Harford, MacRuairc, & McCartan, 2010), as evidence-based feedback and suggestions for improvement from a discussion group might also encourage efforts for continuing professional development (Tripp & Rich, 2012). In this connection, prospective teachers should be given feedback not only by peers but also by educators.…”

Section: Discussionmentioning

confidence: 99%

Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers’ Counseling Competence

Gerich¹,

Schmitz²

2016

JEL

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In research on parental involvement and teacher professionalization, counseling parents on the support of their children's learning processes is considered to be an increasingly important competence area of teachers. However, to date little research has been conducted on the development of appropriate approaches to the assessment of teachers' counseling competence. The current study describes the validation of a behavior-based instrument for the assessment of teachers' counseling competence including counseling talk simulations with standardized parents as well as the examination of its suitability as an intervention for the improvement of participants' counseling competence. The validation was carried out within the framework of a longitudinal quasi-experimental study with 51 prospective teachers. Multivariate repeated measures MANOVAs revealed the suitability of the counseling talk simulations both as an assessment instrument and an intervention. Results provide numerous implications for teacher preparation and continuing education, for example, the use of the counseling talk simulations as a didactical tool within the framework of teacher training programs.

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“…There is little research on the value of K-12 student-created reflective videos used to document students' perceptions of their own learning processes; however, there is research on how the use of video-aided reflection in teacher preparation can influence reflective practice and self-efficacy (Tripp & Rich, 2012), and how the use of digital video annotation tools can impact reflective practice and develop a sense of ownership throughout the learning process (McFadden, Ellis, Anwar, & Roehrig, 2014). Goldman's (2007) Perspectivity Framework provided a theoretical foundation for digital video to be used as a means to document cultural actions in "bits and segments" and transformed into "meaningful stories and valid results" (p. 15).…”

Section: The Power Of Student-created Reflective Videosmentioning

confidence: 99%

(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible During PjBL Experiences

Smith¹

2015

Interdisciplinary Journal of Problem-Based Learning

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The influence of video analysis on the process of teacher change

Cited by 253 publications

References 12 publications

Don’t shoot! understanding students’ experiences of video-based learning and assessment in the arts

Don’t shoot! understanding students’ experiences of video-based learning and assessment in the arts

Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers’ Counseling Competence

(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible During PjBL Experiences

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